scholarly journals Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic

2018 ◽  
pp. 19-34
Author(s):  
Maria G. Bartolini Bussi ◽  
Xu Hua Sun
Keyword(s):  
Teaching And Learning ◽  
Cultural Contexts ◽  
Whole Number ◽  
Whole Number Arithmetic

A Pragmatic Analysis of Selected Obituaries In Nigerian Newspapers

2021 ◽  
Vol 6 ◽  
pp. 20
Author(s):  
Oluwole Akinbode
Keyword(s):  
Second Language ◽  
Data Collection ◽  
Teaching And Learning ◽  
Literary Texts ◽  
African Culture ◽  
Cultural Contexts ◽  
Linguistic Study ◽  
Pragmatic Analysis ◽  
Sentence Level ◽  
Social Meanings

Since the inception of Pragmatics as an independent approach to meaning has independent linguistic study, the approach to meaning has encountered an enormous change. Meaning has been perceived beyond the sentence level. The aim of this paper was to do a pragmatic analysis of selected obituaries in Nigerian newspapers; Nigerian Tribune, The Nation and The Punch. These papers were purposively selected because obituaries were regularly published and publicized through them in a mournful manner and this called for a critical linguistic study by analyzing the mournful use of language with a view to finding out their effects on the decoders. The study of language has been extended significantly beyond mere description of linguistic properties to the various ways which individual communicators convey meanings in different socio-cultural contexts. The theoretical framework for this study is pragmatics. This is because pragmatics has been able to account for social meanings and give new insights to the understanding of literary texts and thus, helping in formulating strategies for the teaching and learning of language. Three Nigerian newspapers namely Nigerian Tribune, The Nation and the Punch were purposively selected for data collection. Relevant texts on obituaries were extracted from them and were critically analyzed for the purpose of this study. It was found out that relatives and friends of the deceased publicized the death of the deceased as memories and sympathy for the departed souls. It is recommended that obituaries should be used for the teaching and learning of English as a Second Language because funerals and obituaries are a significant aspect of African culture.

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

Brief Reports: Fraction Knowledge in Preschool Children

1988 ◽  
Vol 19 (2) ◽  
pp. 175-180
Author(s):  
Robert P. Hunting ◽  
Christopher F. Sharpley
Keyword(s):  
Preschool Children ◽  
School Mathematics ◽  
The Core ◽  
Whole Number ◽  
Whole Number Arithmetic ◽  
Number Knowledge

Much school mathematics is devoted to teaching concepts and procedures based on those units that form the core of whole number arithmetic (ones, tens, hundreds, etc.). But other topics such as fractions and decimals demand a new and extended understanding of units and their relationships. Behr, Wachsmuth, Post, and Lesh (1984) and Streefland (1984) have noted how children's whole number ideas interfere with their efforts to learn fractions. Hunting (1986) suggested that a reason children seem to have difficulty learning stable and appropriate meanings for fractions is that instruction on fractions, if delayed too long, allows whole number knowledge to become the predominant scheme to which fraction language and symbolism is then related.

Semantic alignment across whole-number arithmetic and rational numbers: evidence from a Russian perspective

2017 ◽  
Vol 24 (2) ◽  
pp. 198-220 ◽  
Author(s):  
Yulia A. Tyumeneva ◽  
Galina Larina ◽  
Ekaterina Alexandrova ◽  
Melissa DeWolf ◽  
Miriam Bassok ◽  
...  
Keyword(s):  
Rational Numbers ◽  
Whole Number ◽  
Semantic Alignment ◽  
Whole Number Arithmetic

scholarly journals Tradition in Whole Number Arithmetic

2018 ◽  
pp. 343-373 ◽  
Author(s):  
Ferdinando Arzarello ◽  
Nadia Azrou ◽  
Maria G. Bartolini Bussi ◽  
Sarah Inés González de Lora Sued ◽  
Xu Hua Sun ◽  
...  
Keyword(s):  
Whole Number ◽  
Whole Number Arithmetic

scholarly journals A multimodal generic perspective on Nigerian stand-up comedy

2018 ◽  
Vol 6 (4) ◽  
pp. 39 ◽  
Author(s):  
Felix Nwabeze Ogoanah ◽  
Fredrick Osaro Ojo
Keyword(s):  
Teaching And Learning ◽  
Nonverbal Cues ◽  
Genre Analysis ◽  
Visual Features ◽  
Stage Management ◽  
Body Postures ◽  
Cultural Contexts ◽  
Stand Up Comedy ◽  
Spoken Text ◽  
Generic Framework

Studies in stand-up comedy in Nigeria have recently begun to gain serious attention. Several articles that describe the psychological and socio-cultural contexts of joke texts of stand-up comedy in Nigeria have appeared within the last few years (Orhiunu 2007; Imo 2010; Adetunji 2013; Filani 2015, 2016, etc.). However, one aspect of the phenomenon that is yet to be explored is the function of a multimodal generic framework and its contributions to the humorous content of the genre. While it is important to maintain the spoken text as many writers have done, the “multiple embodied modes” (Norris 2008: 13) that amplify the spoken text must be given due consideration. This study, therefore, examines the Nigerian stand-up comedy from the perspective of a multimodal-ESP theory to genre analysis. This theory takes cognizance not only of joke-texts, but also the visual features that enhance the performance. The material for analysis is videoed data of a popular stand-up comedy show in Nigeria, “A Nite of a Thousand Laugh.” The study demonstrates that stage management, nonverbal cues (e.g. gesture, movements, and gaze), speeches, body postures, and music/sounds contribute to the communicative value and the production of the genre. Also, it shows how plausible multimodal-ESP approach to genre is in the description of stand-up comedy in the Nigerian context and how the knowledge can be integrated into the teaching and learning of technology-mediated communications (TMC), such as using English for entertainment purposes.

Conservatoire leaders’ observations and perceptions on curriculum reform

2019 ◽  
Vol 37 (1) ◽  
pp. 29-41
Author(s):  
Tamara W. Rumiantsev ◽  
Wilfried F. Admiraal ◽  
Roeland M. van der Rijst
Keyword(s):  
Professional Practice ◽  
Curriculum Reform ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Bologna Process ◽  
Structured Interviews ◽  
Cultural Contexts ◽  
Knowledge And Attitudes ◽  
Teaching Principles ◽  
The Bologna Process

AbstractMusicians nowadays need to be able to work both creatively and collaboratively, often in a wider range of artistic, social and cultural contexts. A strong vision on conservatoire pedagogy is needed to reach this goal and at the same time align with the demands of higher education. At the start of the 21st century, renewal of curricula concentrated on implementing the teaching of a broader range of skills, knowledge and attitudes, including problem-solving, reflective, cooperative and communicative competences, as part of the Bologna process of implementing bachelor and master of music programmes. In semi-structured interviews, leaders of conservatoires in Belgium (Flanders) and the Netherlands reflected on their curriculum and revealed their observations and perceptions of its connection to professional practice. Based on a thematic analysis, conservatoire leaders’ observations and perceptions of the process of curriculum reform were identified. They indicated that teaching professionals continue to maintain an autonomous position, practising traditional forms of teaching and learning. Conservatoire leaders were rather hesitant in implementing new pedagogies, teaching principles and guidelines, due to a dedication to craftsmanship and a large amount of respect for the expertise of their teaching professionals.

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